When projects are the spine of a course, they are systematically sequenced one after the other, and they do the heavy lifting of the course. They teach its core content and skills. The author has been testing this model of course design for several years, aiming for experiential learning that is tied to deep rather than superficial learning of core subject matter. The combination is called "Knowledge in Action." It encourages whole-course planning rather than stopping at lesson and unit planning. The course is centered on a series of projects; the projects accomplish the main intellectual work of the course; and, student learning is deep and complex rather than thin and cursory. The author presents in this article the five main design elements of the model. They can be helpful starting points for teachers wanting to design their own deeper learning courses: (1) Projects are the spine of the course; (2) Concepts are the curricular emphasis; (3) Depth occurs through looping; (4) Learning from texts is mandatory; and (5) Engagement comes first.